Formação de professores para as séries iniciais do ensino fundamental na Universidade Estadual do Piauí, campus Piripiri

Abstract

This research discusses the training of teachers for the early years of primary education, with the main objective of investigating teacher’s perceptions regarding their professional training in the Pedagogy course at the State University of Piauí, Piripiri Campus. The specific objectives include identifying which curriculum components of the Pedagogy course at UESPI, Piripiri Campus, directly contribute to the training of primary school teachers; analyzing potential gaps in teacher training for the early years of primary education at the Pedagogy course, Piripiri Campus; and discussing the main contributions of the Pedagogy course at Piripiri Campus in preparing teachers for primary education. To achieve these objectives, the study employed bibliographic research, field research, and documentary research. The bibliographic research aimed to understand the theoretical categories surrounding teacher training for primary education. In the field research, semi-structured interviews were conducted with primary school teachers who completed their initial training in the Pedagogy course at UESPI, Piripiri Campus. The documentary research provided a deeper understanding of the structure and organization of the Pedagogy course at UESPI, Piripiri Campus. Data analysis revealed both gaps and contributions in the teacher training program at UESPI, Piripiri Campus, highlighting elements that are lacking and those that need further development. Additionally, the findings indicated that teacher training for the early years of primary education should prepare professionals for demands that go beyond mere content dissemination. It is emphasized that a deeper discussion and exploration in different contexts and spaces about teacher training for this stage of basic education is necessary, as these reflections offer possibilities for real improvements in teacher preparation in undergraduate courses.